Hollinger Corp. 
pH8.5 






13-27,.?/,? 



UNIVERSITY OF MONTANA BULLETIN 



STATE UNIVERSITY SERIES 



Graded Intelligence Tests 

For Elementary Schools, High Schools 
and Colleges 

Arranged and Standardized 
By FRANKLIN O. SMITH 
V 



Instructions for the Examiners 



May, 1920 



Entered at Missoula, Montana, as second-class matter, under Act 
of Congress, August 24, 1912. 



State University of Montana 
Department of Psychology 



MoiJ«^rap|| 



LIBRARY OF CONGRESS I 
RECEIVED 

OCT 9 *1923 

DOCUMENTS DIVISION | 






Graded Intelligence Tests 



FOREWORD 



The practicability of making a mental survey of a large group of 
persons at one time is one of the latest achievements of applied exper- 
imental psychology. The benefits of such a survey have been fully 
demonstrated by numerous trade tests, by the extensive use of the 
group method of administering intelligence tests in the various train- 
ing camps during the war, and by the recent application of this method 
in a number of colleges and universities. 

The various scales for measuring intelligence by Binet, Terman, 
Yerkes, and others, have initiated a world-wide movement for the or- 
ganization of various groups on the basis of intelligence. The desira- 
bility of making general mental surveys on a large scale has given rise 
to the group examination of mental aptitudes. The validity and use- 
fulness of the mental survey depends upon the reliability of the group 
examination. It cannot, of course, do the work of the individual 
method in making inventories and diagnoses of individual mental 
traits. The purpose of the group examination in schools is rather to 
enable superintendents and supervisors to break up large heteroge- 
neous groups into small homogeneous groups in order to adapt instruc- 
tion to, and deal effectively vdth, children of different degrees of men- 
tal endowment. It is a dragnet test and should not be the final court 
o:' appeal in deciding upon an individual pupil's classification. When- 
ever a child's record in a group examination is poor or differs much 
fi'om the combined judgments of his teachers respecting his mental 
ability, the child should be re-tested by the individual method. 



PRELIMINARY CONSIDERATIONS 



The group test can be administered by teachers and supervisors 
without special training. In order, however, to secure uniformity of 
procedure, the following precautions are absolutely essential and must 
be strictly adhered to: 

1. Before giving the test, the examiner, i. e., teacher or super- 
visor, should practice on the directions several times, preferably with 
other teachers or listeners who are unfamiliar with the tests. 

2. The tests should be given in the class rooms under as nearly 
normal school conditions as possible. 

3. Before beginning the test the examiner should make sure that 
each pupil is supplied with pencils (preferably tv/o) and an eraser. 

4. In order that the meaning of each direction may be fully 
grasped the examiner should speak slowly and distinctly. Pupils who 
are known to have defective hearing should be seated near the front 
of the room. The deaf, must, of course, be excluded from the exami- 
nation. 

5. A direction should not be repeated and pupils should not be 
permitted to ask questions. It is, therefore, very necessary to secure 
the attention of every pupil before beginning a test. 

6. The directions are printed in dark faced type and should be 
adhered to rigorously. This is exceedingly important if the examina- 
tion is to be standardized. 



DIRECTIONS FOR ADMINISTERING 
THE TESTS 

For Grades One, Two, Three and Four 



Be,s:in by saying: "We are going to give you a new kind of exam- 
ination, some tests to find out how well you can think and remember. 
I want you to do your best. Work as fast as you can, but try not to 
make any mistakes, for every mistake will count against you. The 
tests are In these booklets which we will pass to you. Do not open 
them until you are told to. Do not look around to see what others are 
doing, but look at your own booklet. When I say, 'Everyone atten- 
tion!' you must look at me and listen carefully to what I say." 

Pass the booklets to the pupils with the front page up, and then 
say: "There are some blanks to be filled in on the first page." The 
examiner should read the first line and direct the pupils to write, or 
preferably, print their names on the blank space. Proceed in the same 
way with the other blanks. In the first and second grades the blanks 
should be filled in by the teachers or assistants before passing the 
booklets to the pupils. Make sure that the full nam.e is written. 

Test 1. When all the blanks of the first page of the booklet .have 
been filled in, say: "Now, everyone, attention! You see the pictures 
at the bottom of this page. Look at the first square here in the cor- 
ner." Examiner holds up the booklet and points to the square in the 
upper left hand corner. "Tell me what you see in this square." 
Examiner asks what else until all three of the pictures are mentioned 
by the pupils. "Look at the pictures again and tell me which two 
things are nearly alike? Yes, the two knives. Which thing is differ- 
ent from the other two? Yes, the scissors. We will draw a line across 
the scissors and cross them out because they are different from the 
two knives. Now, look, at the next square by the side of the first one. 
What do you see? What two things are most alike? What one is dif- 
ferent from the other two? Yes, we will cross out the table. Every 
one cross it out. Now, et/eryone attention! Look at me until I tell 
you what to do next. I want you to look at each of the other squares 
and cross out the thing that is different from the other two. Go 
ahead."' 

Allow the pupils three minutes to complete the test. If any one 
finishes the test say quietly, "Do not turn the page until I tell you to." 

Test 2. "Everyone, attention! Turn the page. You see the 
groups of dots. Look at the first group. Do you see an extra dot — 



one that is out of place? Where is it? Yes, above all the others. 
Take your pencil and cross out the extra dot." (Examiner make sure 
that all the children get the first one right.) "Now, look at the next 
group just beside this one. Do you see the extra dot? Yes, right here. 
Cross It out." (Examiner repeat the instructions for the other three 
groups on the first line showing the children each time where the dot 
is. Then say: "Now, everyone attention! I want you to look at each of 
the other groups on this page and find the extra dot and cross it." 
Examiner allow the pupils three minutes to complete the test. 

Test 3. "Every one attention! Look at the next page. You see 
the four forms at the top of the page. Now look at the first square. 
You see the four-sided form there in the upper corner." Examiner 
points to the form in the upper left corner. "Is it just like one of the 
forms at the top? Which one? Yes, the first one. Do you see the 
three-sided form? Is it just like one at the top? Yes, the second one. 
Do you see the form with a notch in one corner? Is it like one at the 
top. Yes. the third one. Do you see the round one? Is it like one at 
the top. Yes. the fourth one. Are there still some more forms in 
the square? Yes, one in the corner down here (point) and the pointed 
one in this other corner. Are they like any of those at the top? Then 
cross them both out. Now, look at the next square by the side of the 
first one. Is there a form here that is different from any of those at 
the top? All, look carefully. Yes, down here in the corner." Exam- 
iner point to it. Cross it out. Now find the forms in the next square 
that are different from those at the top Yes, tl-.ere are two. Cross 
them out. How many in the next square are different from those at 
the top? Yes, the pointed one. Cross it out. How many in the last 
square. Yes, the one here in the upper corner and the one here in the 
lower corner. Cross them out. Now, every one attention! I want you 
to find the forms in each of the other squares that are different from 
those at the top and cross them out. Go ahead." 

Allow three minutes to complete the test. 

Test 4. "Everyone, attention! Turn the page, whether you 
have finished this test or not. Here are some more pictures. Look 
at the first square. What do you see? Are there two things that be- 
long together in some way? Not two things that look alike, but two 
that belong together in some way." Examiner secure answer from 
pupils. "Yes, the coffee pot and the tea cup belong together because 
we make coffee in one and drink coffee from the other. The tin cup 
does not belong with the other two and we will cross it out. Look at 
the next square. What two things belong together? Yes, the fishing 
rod and the fish, because we catch fish with the fishing rod. We will 
cross out the revolver because it does not belong with the other two. 
Look at the next square. What two things belong together? Yes, the 
needle and thread and the thimble, because we use both when we sew. 
We will cross out the darning needle and yarn because it does not be- 



long with the other two. Now look at the other squares and find the 
thing in eac •. square that does not belong with the other two things 
and coss it out." 

Allow three minutes to complete test. 

Test .5. Say: "Everyone attention! Look at the pictures at the 
bottom of the page. There is something wrong with the boy in the 
first square. Do you see what it is? Yes, his feet are turned back- 
wards. We will cross them out because they are wrong. What is 
wrong with the dog in the next square? Yes, he has an extra leg. We 
will cross it out because it is wrong, What is wrong with the rocking 
chair? Yes, the back is turned the wrong way. We will cross it out 
because it is wrong. Now, go ahead and find out what is wrong with 
the thing in each of the other squares and cross it out." 

Allow three minutes. 

The first and second grade tests end here. Their booklets should 
be collected. Third and fourth grades continue to the end of the test. 

Test 6. Say: "Every one attention!" (referring to third and fourth 
gades) "Turn over to the next page. Here are some sentences with 
the words all mixed up so that they don't make any sense. Let us 
read the words." Examiner read the first example with the pupils. 
"Can you change these words around so as to make a sentence that 
tells something? Yes, 'I see the cat.' But there is an extra word, 'at.' 
We will cross it out because it does not belong to the sentence." 
Examiner read the next example with the pupils: "Can you changte 
these words around so as to say something? Yes, 'The knife is sharp,' 
What word does not belong to the sentence? Yes, 'chair.' Cross it 
out. Now go ahead and do the other sentences in the same way. Find 
cut what the sentence says and then cross out the extra word that does 
not belong to the sentence." 

Allow three minutes. 

Test 7. Say: "Every one attention! Look at Test 7 on this page. 
Read the first example." Examiner read with the pupils. "What 
v\fOrds are names of things that are alike in some way? Yes, examiner 
read the words. "In what way are they alike? Yes, they all walk. 
They are all animals. Is there another word that is the name of some- 
thing different from these? Yes, tree is different. Then cross it out. 
Now read the next example. What things are alike in some way. 
Yes," examiner read the words "They are all furniture for the house. 
What thing is different from the others? Yest, the wagon. Cross it 
out. Now go ahead and do the others on this page in the same way. 
Find the thing that is different from the others and cross it out." 

Allow three minutes. 



Test 8. "Every one, attention! Look at test 8. Read what it says 
and do what you are told. Write your answers In the blanl< spaces at 
the right." Examiner may read with the pupils. 

Allow four minutes. 

Test 9. "Every one, attention! Look at test 9. Read the first 
example. What word in the parenthesis means just the opposite of the 
word 'good' at the left? Yes, 'bad' means the opposite of 'good.' Draw 
a line through the word 'bad.' Look at the second example. What 
word in the parenthesis means the opposite of hot? Yes, 'cold.' Draw 
a line through the word 'cold.' Now do the same with the others. Find 
the word in parenthesis that means the opposite of the first word at 
the left and draw a line through it." 

Allow one minute 

Test 10. "Every one, attention! Look at test 10. Read the words 
in the example. Try to remember what they are. Now turn over to 
the next page and look at the example. How many words are there? 
Yes, there are four. Which word was not in the example on the other 
page? Yes, 'dress.' Cross it out. Now turn back to the other page 
and look at the first line. Try to remember the words and turn over 
to the last page and find the word in the first line which is not in the 
first line on the other page. When you find It cross It out, then go 
ahead and do the others in the same way." 

Allow two minutes. 



DIRECTIONS FOR ADMINISTERING 
THE TESTS 

For Grades Five, Six, Seven and Eight 



These tests are intended for the fifth, sixth, seventh, and eighth 
grades. Each grade will begin witli test 1, and perform all of the 
tests. 

Examiner say, "I am going to give you an examination, but you will 
not write anything. You must think carefully and then make a mark 
or underline a word to show which is the right answer. Do not begin 
until I tell you to." Examiner pass the booklets and then say, "Look 
at the first page. Write your name and age on the first line. Now 
write your grade and the name of t!ie school." In the seventh and 
eighth the examiner may merely say, "Fill the blanks at the top of the 
page " Examiner make sure that the full name is written legibly. 
Always secure the attention of the pupils before beginning the direc- 
tions. Speak slowly and distinctly. Allow no questions. 

Test 1. AVhen the blanks are all filled, say: "Every one, attention! 
You see the pictures in the squares. Look at the first square on the 
top line. What two things belong together? You may answer aloud. 
Yes, the coffee pot and the tea cup. Cross out the pint cup because 
it does not belong with the other two. Now, look at the next square by 
the side of the first one. What two things belong together? Yes, the 
fisi.ing rod and the fish. Cross out the gun because it does not belong 
with the other two. Now, all attention! I want you to look at each of 
the other squares and think which two things belong together, and 
then cross out the thing that does not belong with the other two " 

Allow the pupils one minute to complete the test. Say: "Do not 
turn the page until i tell you to." 

Test 2. When the time is up for the first test say: "Everyone 
attention! Turn to the next page, wiiether you have finished the first 
test or not Notice the boy in the first square. Do you see something 
wrong with this boy? Yes, his feet are turned backward. We will 
draw a line through his feet. What is wrong with the dog in the next 
square? Yes, he has five legs. Cross out the leg that is wrong." 
E^xaminer make sure that every pupil marks out the leg that is wrong. 
"Now, everyone, attention! I want you to look at the other things and 
think what is wrong and then cross out the thing that is wrong." 

Allow the pupi's one minute. 



Test 3. "Everyone, attention!" Look at Test 3. Here are some 
sentences with the words all mixed up, so that they don't make any 
sense. Look at the first example." Examiner read the first example 
with tlie pupils. "Can you change these words around so as to make 
a sentence that tells something? Yes, 'A cow eats grass.' But there 
is an extra word, 'fish.' We will cross out the word 'fish,' because it 
does not belong to the sentence." Examiner read the next example 
with the pupils. "Can you change these words around so as to say 
something? Yes, 'All horses ha>/e hai"-.' What word does not belong 
to the sentence? Yes, 'Feathers.' Cross it out. Now go ahead and 
do the other sentences in the same way. Think how the sentence 
should read and then cross out the extra word that does not belong to 
the sentence." 

Allow one minute. 

Test 4. "Everyone, attention! Look at Test 4 on the next page. 
Read the first example." Examiner read with the pupils. "What words 
are names of things that are alike in some way? Yes, 'coat,' 'shoes,' 
'hat', 'gloves'. In what way are they alike? Yes, they are all some- 
thing to wear. Is there another word that is the name of something 
different from these? Yes, 'sail' is different because it is not something 
to wear. Cross it out. Read the second example. What word means 
something different from the other four? Yes,' potato,' because it is 
not a fruit. Now do the same with the other lists. Cross out the one 
thing in each list that is different from the other four." 

Allow one minute. 

Test 5. "Everyone, attention! Read the example. Which do you 
think is the worst? Yes, killing. Then cross out the word 'killing.' 
Now go ahead and do the same with each of the other lists below." 

Allow two minutes. 

Test 6. "Attention. Look at Test 6. Read carefully and do what 
you are told." 

Allow three minutes. 

Test 7. "Everyone, attention! Look at Test 7. Notice the first 
example. What word in the parenthesis means the opposite of 'black?' 
Yes, 'white.' Draw a line through the word white. Notice the second 
example. What word is the opposite of 'long?' Yes, 'short.' Draw a 
line through the word 'short.' Now go ahead and do the same with 
each of the others. Draw a line through the word in the parenthesis 
which means the opposite of the word at the left. 

Allow one minute. 

Test 8. "Attention. Turn to the next page and look at Test 8. 
Read the first example. There is one word that spoils the meaning 
of the sentence; it makes the sentence foolish. What is it? Yes, the 
word 'good' makes the sentence foolish, it should read 'the catbird 
made fun of the robin for building such a poor nest. Cross out the 



word 'good.' Look at the second example. What word makes the sen- 
tence foolish? Yes, the word 'glad.' It should read, 'We are sorry,' 
etc. Cross out the word 'glad.' Now go ahead and find out what word 
in each sentence makes the sentence foolish and cross it out." 

Allow three minutes. 

Test 9. "Read carefully and do what you are told." 
Allow three minutes. 

Test 10. "Attention. Begin Test 10. If you finish the test before 
the time is up go on to the next test." 

Allow three minutes. 

If a pupil completes the last six tests before the time is up he 
should return his booklet to the examiner and have the time recorded. 

Test 11. "Attention! Begin Test 11." 
Allow three minutes. 

Test 12. "Attention. Begin Test 12." 
Allow 5 minutes. 

Test 13. "Attention. Begin Test 13." 
Allow four minutes. 

Test 14. "Attention. Begin Test 14." 

Allow two minutes. 

Test 1.5. "Attention. Begin Test 15." 

Allow four minutes. 
Collect the booklets. 



DIRECTIONS FOR ADMINISTERING 
THE TESTS 

For High Schools and Colleges 



PREPARATION 

For greater facility of administering tlie tests, the group to be 
examined should be divided into sections of not more than 50 students 
in a section. An examiner and two assistants should be designated 
for each section. The examiner will conduct the examination which 
consists chiefly in keeping time (a stop watch is not necessary) and 
announcing when it is time to begin each test. The assistants will 
have general charge of the room, pass and collect the booklets, and 
supervise the examination. 

In addition to the examiners and assistants a committee on gen- 
eral arrangements should be appointed to provide rooms, subdivide 
the group of students into sections and to have general charge of the 
schedule of examination. It is, of course, important that the examina- 
tion be conducted in all the sections at the same time. 

The examination should begin promptly at the time designated. 
For this reason, students should be urged to be in their seats before 
the time for beginning. They should be instructed to bring pens or 
pencils (preferably two of the latter for each student). The examiner 
and assistants should i^e in the room a few minutes before the time to 
begin to see that a sufficient number of booklets are provided and that 
all other arrangements are complete. 

THE EXAMINATION 
When all is ready, the examiner will say, "The examination which 
you are to take today is intendea to test your ability to understand 
and follow directions, to understand a statement of facts, to think 
quickly and accurately, to remember, to judge, to plan, and to solve 
problems. Some of the questions are easy, and some are hard. Re- 
member, that no one is expected to answer all the questions, but the 
one who answers the largest number correctly in the shortest time 
will receive the highest rating. If you finish any test before the time 
is up, begin t'.ie next test, and if you finish the entire examination be- 
fore the time is up, provided you answer every question, you may re- 
turn your booklet to an assistant and have your time recorded and re- 
ceive extra credit. 

When the time to begin a test is announced every one must begin 
at once whether he has finished the preceding test or not." 

10 



Next, the assistants will pass the booklets. Examiner will say, 
"Read the first page carefully, but do not turn over the page until you 
are told to." 

Examiner will wait about two minutes and then set his watch at 
a little before minutes and seconds. At o minutes and seconds 
say, "Turn over the page and begin Test 1." 

At the end of 1 minute, say: "Begin Test 2." 
At the end of 3 minutes say, "Begin Test 3." 
At the end of 5 minutes, say: "Begin Test 4." 
At the end of 7 minutes, say: "Begin Test 5." 
At the end of 9 minutes, say: "Begin Test 6." 
At the end of 11 minutes, say: "Begin Test 7." 
At the end of 13 minutes, say: "Begin Test 8." 
At the end of 1.5 minutes, say: "Begin Test 9." 
At the end of 18 minutes, say: "Begin Test 10." 
At the end of 22 minutes, say: "Begin Test 11." 
At the end of 26 minutes, say: "Begin Test 12." 
At the end of 31 minutes, say: "Begin Test 13." 
At the end of 36 minutes, say: "Begin Test 14." 
At the end of 41 n inutes, say: "All stop." 
Assistants will collect the booklets. 

For greater accuracy these tests may be repeated after a recess 
of ten minutes. If the tests are to be repeated the fact should not 
be announced at the beginning of the examination. 



11 



Directions for Scoring the Tests for 
Grades One to Eight 



In order to eliminate the personal equation of the examiner, and 
secure greater facilitj and accuracy in scoring, there is provided a 
key. In scoring lay the key on the test so as to read the correct an- 
swers at a glance. The number of correct answers in each test is re- 
corded in the blank space below the test. If more than one item in a 
list is marked where only one is required, the items thus marked 
should not be counted. For example, in Test 6 of the Primary Exam- 
ination there is one extra word in each disarranged sentence. If more 
than one word is crossed out the sentence should not be counted. It 
is usually more convenient to score the first page of all the booklets 
of a given grade or group of pupils, and then the second page, and 
so on. 

RECORDING THE SCORES 

In order to present all the scores of each pupils examination on 
a single page, a record sheet is provided. The number of correct an- 
swers for each test is to be recorded in the columns provided for 
this purpose. The sum of all the points, i. e., correct answers, in each 
pupil's record gives his total score and should be recorded in the col- 
umn headed T. S. Other columns are for the Chronological Age (C. 
A). Mental Age (M A), and Intelligence Quotient (I Q). 

For convenience of computation it will be found advantageous to 
group the pupils by chronological ages. For this purpose ages would 
be taken at the nearest birthday. For example, if pupil A is 10 years 
old when he takes the examination in October and his next birthday 
will be in February, he should be counted in the eleven year group. 
If, however, his next birthday should be in July he is less than 10 
years and 6 months old, and should be counted m the 10 year group. 
Then all the 10-year-old pupils will be recorded together. Likewise 
the 11-year-old, 12-year-old, etc., pupils will be grouped together in 
the record sheet. The advantage of this method will be seen when 
we consider the interpretation of the records. The most convenient 
method of procedure will be to determine from the data on the first 
page of the booklets the chronological age of each pupil to his nearest 



The author desires that one copy of each record containing both the 
Individual and the total scores and the chronological ages, but not the 
mental ages and intelligence quotient, be sent to him for the purpose of 
determining norms. If the names of the pupils are included the records 
will be returned with the mental ages computed. This can only be done 
after a sufficient number of records have been received to establish 
satisfactory age norms. Address, Franklin O. Smith, State University of 
Montana, Missoula, Montana. 

12 



birthday and record this near the top of the booklet. The booklets can 
then be quickly collected into groups according to the chronological 
ages and the scores recorded. 



Methods of Interpreting the Data 

Two methods of interpreting the records are in use. The simplest 
method consists in arranging the total scores of different age groups 
in the order of their magnitude and finding the median of the group. 
To illustrate, suppose we wish to find the median of the 10-year-old 
pupils. The scpres of all 10-year-old pupils have been recorded to- 
gether as previously explained. The total scores can now be re-ar- 
ranged on scratch paper in the order of magnitude and the median 
quickly obtained. Other groups will be treated in the same way. 

Those pupils whose total score is above the median may be re- 
garded as possessing above average mental ability, while those whose 
total score is below the median possess below average ability. 
The objection to this method is that it makes no provision for a nor- 
mal group. It may be useful in cases where only a rough classification 
into good and poor is all that is desired, but it cannot serve as the 
basis of any thoroughgoing classification. 

A more common method is the three group division into normal, 
superior and inferior. The total scores are arranged as before in the 
order of magnitude according to ages and the upper and lower quar- 
tiles, i. e., the upper and lower 25 percent, respectively, are determined. 
The middle 50 percent of the total group in an ideal distribution is the 
normal group. The upper 25 percent., and the lower 25 percent, are 
the superior and inferior groups respectively. 

For the purpose of adapting instruction to the needs of individual 
pupils and of otherwise dealing with individual cases in the school, 
the intelligence quotient, or the percentile rank is essential. The in- 
telligence quotient can be obtained only when mental age norms or 
standards have been established. The norms for these are only ten- 
tative at present owing to insufficient data at hand for complete stan- 
dardization. 

The following rules will yield approximate mental ages: 

Score each test 6 months if half of the questions or items are cor- 
rectly answered. Score each test 10 months if all but one item is cor- 
rectly answered. Reduce the sum of all the tests for each pupil in 
any grade to years and months. This is the mental age. To illus- 
trate: In the first two grades there are 5 tests. Suppose pupil A 
passes the first two tests with only one error in each. The score is 
10 months for each test, or 20 months for the two tests. He answers 

13 



9 of the items in Test 3, hence his score is 6 months; 10 cf the items 
in Test 4, score 6 months; 4 of the items in Test 5, score 0. The 
mental age is 20+6 + 6, or 32 months, or 2 years and 8 months. This 
result divided by the chronological age gives the intelligence quotient, 
decimal point omitted. 

The significance of the intelligence quotient is indicated by the 
following distribution of I Q's suggested by Terman.* 

Above 140 I Q Genius or near genius 

120 to 140 Very superior intelligence 

110 to H9 Superior intelligence 

90 to 109 Normal 

80 to 89 Dullness 

70 to 79 Borderline 

Below 70 Distinctly feeble-minded 

The percentile rank method requires a separate norm for each 
age group. Norms for this purpose have not been derived owing to 
insufficient data. 



^Terman, The Measurement of Intelligence. 



14 



Directions for Scoring the Tests for High Schools 
and Colleges 



In general the method of scoring is the same as that for the 
grades. In Tests 6, 9 and 11 the wrong answers are deducted from 
the right in determining the score. To illustrate, there are 22 state- 
ments in Test 11. Suppose that student A marks 9 of the 22 state- 
ments and suppose that 7 of those marked are correct and 2 are 
wrong. A's score will be 7 — 2, or 5. 



The tests are not all of equal difficulty nor require equal periods 
of time. The scores of the following tests should be weighted. Mul- 
tiply the scores of Tests 6, 8, 9, 10, 11, 12, 13, and 14 by 2. 

Students who complete the examination in less than the allotted 
time should receive 3 additional points for each minute saved. 

The scores should be recorded the same as in the other examina- 
tion and the total score determined. From these the median score 
can be obtained for the whole group or for separate classes. A con- 
venient method of treating the scores is to reduce each total score to 
percent. This is done by dividing by 2. The maximum score in the 
examination is 241 or 120.5 percent. 



students scoring above 100 percent possess exceptional ability. 
Those scoring between 80 and 100 are above average or good; tho'se 
between 60 and 80, average; those between 40 and 60, poor; those 
below 40, very poor or failure. 



15 



LiBRftRY OF CONGRESS 




HoUin 
pl 



LIBRARY OF CONGRESS 



019 842 677 5 



